Bramley Oak Academy


Name Bramley Oak Academy
Website http://www.bramleyoakacademy.org.uk
Inspections
Ofsted Inspections
Address Horsham Road, Bramley, Guildford, GU5 0BJ
Phone Number 01483898130
Type Academy (special)
Age Range 5-11
Religious Character Does Not Apply
Gender Boys
Number of Pupils 55 (100% boys)
Academy Sponsor London South East Academies Trust
Local Authority Surrey
Percentage Free School Meals 67.3%
Percentage English is Not First Language 5.5%
Persistent Absence 44.4%
Pupils with SEN Support 0%%
Catchment Area Indicator Available No
Last Distance Offered Available No
Highlights from Latest Inspection

Information about this school

In November 2018, the governing body was issued with a warning notice on behalf of the local authority. The local authority expressed a range of concerns about the quality of leadership and governance, the effectiveness of safeguarding and the well-being of pupils.

Also, in November 2018, the local authority began a full review of the school, which focused on safeguarding practices, the management of pupils’ behaviour and financial accounting procedures. The headteacher is absent. The deputy headteacher, since November 2018, has stepped up to be acting headteacher.

An assistant headteacher, with responsibility for teaching, learning and assessment, is leaving at the end of term. The other assistant headteacher is the school’s special educational needs coordinator. The senior leadership team consists of the acting headteacher, both assistant headteachers, the school business manager and the head of therapy.

The previous chair of governors resigned in May 2018. During the summer term, the governing body did not have a chairperson. In September 2018, a new chair was elected.

During this inspection, the chair of governors resigned their post. The governing body is currently without a chair. Since the previous inspection, there have been significant changes to the school’s teaching arrangements.

Many staff have left or are planning to leave. Several vacancies are unfilled. The acting headteacher is supported by a national leader of education (NLE), brokered by the local authority.

This support started on the first day of the inspection. Wey House School provides for pupils who have social, emotional and mental health difficulties. Some pupils have other learning difficulties, including ASD.

All pupils have an education, health and care plan (EHC plan). The proportion of pupils who are supported by the pupil premium is above that seen nationally. Last academic year, the school exceeded its planned admission number.

A consultation to increase the number of pupils the school can admit took place in July 2018. However, the Department for Education has not been informed. Also, since the previous inspection, the school has extended to provide for younger pupils by adding an additional key stage, key stage 1.

The Department for Education has not been informed. Some pupils attend alternative provision. Providers include Elysian at Westland Farm, riding for the disabled and sporting chances.

The school does not meet requirements on the publication of information on its website because some of the necessary information about its spending of both pupil premium and sport premium, its governance information, and equalities objectives is missing.

Summary of key findings for parents and pupils

This is an inadequate school Pupils are at risk of harm. The school is out of leaders’ control and is an unsafe place to be for staff and pupils.

There is no capacity to improve. The school’s designated safeguarding leads do not act on reported concerns, which are indicators of potential abuse. The help and support that some pupils may urgently need are not activated.

Governors and leaders do not exercise their safeguarding responsibilities competently. Safer recruitment procedures are neither observed nor understood. Responsible stakeholders have not reviewed many of the school’s policies and procedures for some time.

As a result, leaders and staff do not follow due process for many aspects of provision. The school is in disarray. Staff absence is too high, and many are leaving or have left.

The staffing level is too low to meet pupils’ needs safely or capably. Many staff are disheartened. Some pupils are not in receipt of their entitlement to a full-time education.

For others, the school’s curriculum does not meet their individual needs well enough. Pupils, including those who are disadvantaged, are underachieving. Staff are exasperated that leaders have not prioritised their training needs for some time.

Staff feel deskilled and say they cannot meet the increasingly complex needs of some pupils. As a result, teaching is inadequate. Governance is ineffective.

Governors have not ensured that special educational needs funding is spent well. Other additional funding, such as the sport premium and pupil premium, is not monitored or evaluated for impact. Staff do not receive the support that they need to manage pupils’ behaviour effectively.

The number of incidents of physical restraint is too high and not reducing. Adults or pupils are sometimes unnecessarily injured. Transition arrangements are poor.

Pupils are not supported well enough to access the right provision in a timely manner. The school has the following strengths Many staff share a deep moral purpose and want to meet pupils’ needs well. Some staff demonstrate high levels of care for pupils.

Staff are keen and willing to improve their skills. During the inspection, the local authority initiated robust and prompt action. Officers are determined to arrest the decline and urgently put in measures to ensure that all are safe.